This advice and guidance has been produced for teachers and other staff who provide learning, teaching and support as learners work towards qualifications. These materials have been designed to assist teachers and others with the delivery of programmes of learning within the new qualifications framework.
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Approaches to learning, teaching and assessment 8
Textile Technologies 11
Fashion/Textile Item Development 16
Fashion and Textile Choices 46
Fashion and Textile Technology National 4 and National 5 builds on principles and practice developed in the Broad General Education in the health and wellbeing and technologies curriculum areas. Fashion and textile contexts are used to develop related technological skills, knowledge, understanding and attributes through practical and work-related activities.
The practical learning activities encourage learners to develop problem-solving techniques, make informed choices and take responsibility for the development of an idea through to a completed item.
Study is practical and experiential, with a focus on planning fashion/textile items, making the items and evaluating both the finished product and the process.
The main purpose of this study is to develop the skills and knowledge to support fashion/textile-related activities. The knowledge and skills acquired will be valuable for learning, life and work.
These materials focus on the use of practical learning activities with the aim of enabling learners to develop ideas into actual fashion/textile items. This includes a variety of activities which allow for the development of practical textile construction skills in addition to problem-solving skills to allow learners to plan, make and evaluate fashion/textile items. Activities to allow learners to make informed choices regarding fashion and textiles issues are also included within the pack.
Guidance for staff
At National 4 there are four units:
Fashion/Textile Item Development
Fashion and Textile Choices
Added Value Unit: Making a Fashion/Textile Item
At National 5 there are three units:
Fashion/Textile Item Development
Fashion and Textile Choices
At National 5 the course assessment covers the added value of the course.
The support materials included in this pack are suitable for learning at National 4 and National 5. The depth of understanding and the application range and complexity of skills, knowledge and understanding demonstrated by learners will determine at which level they are working.
These are suggested approaches only .They are based on co-operative and active teaching and learning strategies. The advice and guidance provided here are examples of possible approaches that may be adopted but they are by no means the only methods possible.
This advice also demonstrates how the approaches to learning and teaching could be adapted to suit the needs of the learners.
Key knowledge, understanding and skills
The emphasis of study is placed on the development of practical skills and textile construction techniques to enable learners to make textile items. Learners will develop knowledge of textile properties, characteristics and technologies, item development and factors that affect fashion choices. In addition learners will develop problem-solving and communication skills. As the differentiation between levels relates to the number, complexity and type of skills developed it is possible for learners to move between levels with ease and as a result this pack has been developed to facilitate this process.
The mandatory subject skills, knowledge and understanding that will be assessed in the course are as follows:
Planning, making and reviewing straightforward fashion/textile items
Demonstrating appropriate set-up and safe use of tools and equipment
Describing textile characteristics and properties
Describing factors that affect fashion choices
Basic evaluation of straightforward fashion/textile items
Problem-solving in straightforward contexts
Communicating straightforward ideas
Developing a range of practical skills and textile construction techniques, with a degree of accuracy
Planning and making detailed fashion/textile items
Evaluating both the process and the product
Demonstrating appropriate selection, set-up, adjusting and safe use of tools and equipment to make fashion/textile items
Understanding textile characteristics, properties and technologies, and their use for producing a range of different fashion/textile items
Understanding a range of factors that affect fashion choices
Problem-solving in straightforward contexts with some complex features
Communicating ideas with justification
Development of skills for learning, skills for life and skills for work
It is expected that learners will develop broad generic skills through the study of fashion and textile technology, including numeracy, health and wellbeing, and thinking skills. These must be built into programmes of learning where there are appropriate opportunities.
Links to prior learning
Entry to the course is at the discretion of the centre.
The skills, knowledge and understanding in this course build on those technological skills developed in food and textiles contexts and within the technologies outcomes and experiences. In particular they offer progression from TCH 3-10a, TCH 3-10c, TCH 3-11a, THC4-10a, THC4-10b, THC4-11a, TCH4-11b, TCH4-11c and THC4-11d.
Those learners tackling National 5 may have already completed Fashion and Textile Technology National 4 or component units. Learners may also have experienced work with textiles in a variety of other contexts, including expressive arts, health and wellbeing, sciences and other aspects of the technologies.
Progression in learning and skills
Completion of the course or its component units may provide progression to:
Fashion and Textile Technology National 5/Higher
Other qualifications in health and wellbeing, technologies or related areas
Further education and employment or training.
Approaches to learning, teaching and assessment
Advice and guidance for staff
Learners should have some experience of practical textile skills before embarking on this programme of study.
Staff may wish to complete the Textile Technologies unit before tackling subsequent units as it allows for sound foundations to be laid in terms of textile construction techniques, the development of practical skills, the use of paper patterns, safety and the properties of fabrics which may affect the choice of materials. This background knowledge and skills will enable learners to approach further learning with more confidence and will increase the range of practical items possible for the suggested learning activities. Links between the units are highlighted in the materials as it is possible to deliver aspects of individual units across some of the tasks.
Suggested learning and teaching approaches
A range of suggested learning and teaching approaches has been exemplified for all three units, with detailed exemplar materials provided for the Fashion/Textile Item Development unit. Where possible, staff should allow the learning to be learner-led to allow for more personalisation and choice.
Each of the three units is exemplified in different ways to demonstrate a range of possible approaches.
The nature of this programme of learning means that different levels can easily be taught together. Differentiation can be shown in a variety of ways in each unit, often through the depth of detail in work, the degree of independence, the complexity of the task and accuracy with practical activities.
Ideas for interdisciplinary learning
Fashion and textiles provides many opportunities for interdisciplinary learning. Textile properties and functions may be taught alongside the sciences, carrying out design briefs may link to art or technology subjects, analysis of trends may link to maths and numeracy, and evaluating or writing fashion reviews could link to literacy. Throughout learning and teaching many more opportunities will arise.
Within the Fashion/Textile Item Development unit exemplified, the following are suggested interdisciplinary links:
History: Factors which may have influenced fashion at a particular time in history
Music: Creating a sound track for the fashion event/research of music trends during a particular era
ICT: Presentations to go with the event ¨C Prezi, PowerPoint, filming etc.; preparation of promotional materials for the event
Art: Possible development of jewellery to compliment item(s); preparation of promotional materials for the event
Library: Research work
Assessment as part of learning and teaching
Fashion and textile technology very naturally allows assessment to become a part of learning. Staff should ensure that learners are given accurate and regular feedback on their learning and performance, and that they are fully involved in the assessment process. Study is very skills focused, which helps learners to understand what it is they are learning and to what extent they have achieved success. The use of learning intentions and success criteria will help learners monitor their own progress and be clear about their learning journey.
The exemplar activities provide opportunities for formative assessment. They allow learners to participate in a selection of activities where they are given the opportunity to reflect on their learning and provide materials to evidence what they have learned. They are also given the chance to work through a design brief in a group setting. Throughout the task evidence will be generated which will enable both the learner and staff identify areas of strength and areas for development. This may confirm or guide the level of assessment for the unit. The skills and knowledge developed in the exemplar materials will help prepare the learners for the course assessment at National 5.
Staff may wish to tackle this unit first if they are using a unit-by-unit approach to learning and teaching.
Many of the core skills can be found here, but it would be equally appropriate to use some of the tasks suggested if a holistic approach is preferred.
The basis of the support for this unit is a series of mind maps, which are on the following pages. To aid understanding the unit has been broken down into four key areas which relate broadly to mandatory skills, knowledge and understanding. These areas are:
using tools and equipment correctly and safely
textile properties and characteristics
textile construction skills and decoration techniques.
All the areas are linked and would not be taught in isolation. They also connect closely to the other units in the course and some of these links are highlighted on the mind maps. The learning activities and teaching ideas suggested help provide learners with the skills and knowledge required. It is not suggested that learners tackle all the activities, rather they or staff select those which best meet the needs of the learners, taking into account their previous knowledge, experience and skills, and their particular setting.
Fashion/Textile Item Development
Suggested learning experiences
Learner’s experiencesLearning intentionsSuccess criteriaResources General introduction to the course: course outline, expectations, outcomes, assessmentLearners are made aware of the course specification and skills to be developed in this unitLearners have a clear understanding of the outcomes and assessment standards required for success in this unitUnit outcomes and assessment standard self-assessment sheetIntroduce the design and manufacturing process
Developing links with colleges/industry should be encouraged to put the process into a real-life context
Using practical examples of real textile items/clothes will help make the task real for the learners
It may also be possible to use an occasion as a context to illustrate each method, eg a weddingLearners will discover the stages involved in the manufacturing from design to completion (including quality control)
Learners will find out when the different types of production systems are used in the manufacture of textile itemsLearners can illustrate each stage of the production process with explanation
Learners can select/explain which production system may be used on a variety of occasionsVisit to clothing factory/college/clothing designer/DVD/visiting speaker/TES design technology textiles resources
Learner’s experiencesLearning intentionsSuccess criteriaResources Participate in small enterprise activity to experience production and to further develop a range of practical skills.
Collaborative working: all to have a specific responsibility in the task
Item(s) selected should suit the skill levels of the learners and the needs of the target group
Examples could include bunting, decorated calico bags, Christmas items such as stockings, decorations, cushions, hot water bottle covers, etc.Learners will experience working in a small production systemLearners can explain the benefits/costs of using a small production system in textile item manufactureTask sheet
Learners participate in ‘thought shower’ activityTo develop the skills required to tackle the design briefLearners can analyse, plan and carry out the design brief in a group and individually as appropriateDesign brief sheet
Visiting speaker to introduce topic of fashion, eg college lecturer, historian, designer, DVD or stimulus from YouTube clips on designers/films/fashion eras/or quiz about designers/eras/history
Other trends may include those inspired by a particular designer/event/season/eco-fashion/music etc.
Fashion week ¨C presentation ideaLearners work in groups to research task and select era/theme/trendTo investigate a fashion trend and how it originatedLearners have developed a solution display to illustrate the key findings of their research on fashion trendsInternet, library, fashion magazines, departmental textbooks
TES ¨C various resources available
Web links (see above)
Learner’s experiencesLearning intentionsSuccess criteriaResources Peer learning activity to share information on fashion trends To share information on fashion trends
To gain a better understanding of a variety of fashion trendsLearners display give a clear and informative storyboard of their research findings
Learners can identify at least two key pieces of information relating to each fashion trendResources as requested by groups ¨C this may include IT facilities, sound system, display boards etc.Creation of a mood board to illustrate the look and feel of the design story/collectionDevelop a group consensus regarding the look and feel of the collectionMood board created by group which gives a clear view of the creative direction of the collectionhttp://www.pinterest.com
Mood board task sheet
Learner’s experiencesLearning intentionsSuccess criteriaResources Group ‘thought shower’ of potential ideas for their collection
Develop a design solutionGroup select and synthesise all research to date to develop ideas for their collectionGroup select a range of items which:
To record evidence of learningLearners can select, set up and use tools and equipment safely and correctly to complete their item to an appropriate standard of quality
Learners produce photographic evidence of their item(s)Paper patterns
Fabrics and notions
Selection of tools and equipment
Final item sheet
Learner’s experiencesLearning intentionsSuccess criteriaResources Self/peer assessmentLearners reflect on how well they have tackled aspects of the task:
making the item
Learners reflect on the practical skills of their peersLearners can suggest ways to improve their performance in future tasks
Learners can identify two targets to work on in their next practical taskSelf-assessment sheet
Peer assessment sheet
Learner’s experiencesLearning intentionsSuccess criteriaResources Present the range of items/collection
Learners should be encouraged to be as creative as possible
Links with other curricular areas, particularly the expressive arts should be actively encouraged to help learners exemplify their fashion trend, eg sound track, film footage, videoing, dance etc.
Learners may want to consider working as a class group for this stage of the process, eg a fashion show that could be part of an enterprise/charitable activity
Learners will evaluate how well they met the brief as a group and share this with the other groupsTo develop creativity in their approach to the presentation of their collection
To ensure their presentation method exemplifies the fashion trend they have chosen
Learners will reflect on the task in relation to the briefLearners can demonstrate the use of presentation techniques which exemplify their chosen trend and show their collection imaginatively
Learners can show where they were successful in the task and how they could improve in other areas
Learners will share this with the other groupsResources required will depend on the nature of the presentations but may include items such as IT and white boards, display boards, design sheets, mood boards, sound system, video camera, photographs, models, cat walk tailors dummies etc.
National 4Can I?National 5Can I?Plan the making of straightforward fashion/textile items that take into account fashion/textile trends by:Plan the making of detailed fashion/textile items that take into account fashion/textile trends by:describing a fashion/textile trendexplaining how a fashion textile trend originatesdeveloping a solution for a fashion/textiles item based on a trend in response to a briefdeveloping a solution for a detailed fashion/textiles item based on a trend in response to a briefproducing a straightforward work plan, work sequence and requisition for appropriate textiles, components, equipment and toolsproducing a detailed work plan, timed logical work sequence and accurate requisition for appropriate textiles, components, equipment and toolsMake straightforward fashion/textile items that take into account fashion/textile trends by:2 Make detailed fashion/textile items that take into account fashion/textile trends by:selecting appropriate equipment and tools to make the chosen itemselecting appropriate equipment and tools to make the chosen itemsetting up equipment correctly and according to safety guidelinessetting up and adjusting equipment correctly and according to safety guidelinesusing equipment and tools correctly and according to safety guidelinesusing equipment and tools correctly and according to safety guidelinesmaking a straightforward fashion textile item according to the solution and the plan to an appropriate standardmaking detailed fashion textile items according to the solution and the plan to an appropriate standard
How can I improve?
Working in groups/as a class set up a production unit to create textile item(s) of your choice.
Allocate each member of the group class to a specific job/role using the job adverts.
Some roles you may wish to consider are:
machinists for each stage/process
You may wish to look at the design brief to discuss what the group task is and what the key themes are.
You may wish to carry out some market research to identify the type of product you make and the price your target group are prepared to spend. You may even want to take orders before you start production to minimise waste.
Some members may have more than one role as it is essential all group members are fully occupied throughout the task.
Plan carefully how and when you will carry out the task in the time you have been given. You may wish to use the job sheet to help you with this task.
Once you have completed the planning, making and selling of your items evaluate the batch production process showing the key strengths and weaknesses of it as a production system.
ability to oversee whole production process from cutting to finishing
happy to supervise others.
pays attention to detail
has a desire to make items look professional
able to accept criticism.
Plan carefully all the tasks that need to be completed in this task.
Date Task to be completedBy whom?Additional information
Make sure everyone has a job to do every lesson.
You may wish to have substitutes for some tasks in case someone is absent.
Example design brief
Develop a range of textile items inspired by a previous fashion trend suitable for teenagers.
This is a group task.
Work in a group of four or five learners.
Each group member must make a minimum
of one item.
Follow the design process carefully.
By the end of the task you must have evidence of the following:
ChecklistGroup/individualãResearch into your era/designerGroupCreation of a mood boardGroupCarry out a questionnaire to the target market.GroupDevelop a solution page(s)IndividualMake item(s)IndividualPeer/self-assessment sheets completedIndividualPhotographic evidence (and actual items)IndividualCollection presentedGroup
Fashion trends ¨C research
As a class brainstorm the term ‘fashion trends’.
Select one or two trends you would like to find out more about. These may be from another era or country, or could be trends created by a particular designer.
You should decide this as a group.
Choose which trend the group is going to make the focus for this task.
Once you have chosen your trend, prepare a mood board that you will show to the rest of the class so they can learn how your trend originated and details about it.
The mood board should aim to interest and inform your classmates, so make it inspiring!
You will have the following resources available to you:
IT, including the internet
fabrics from the scrap box
cards, pens, paper.
You may also use any other resources that you think may help you with your presentation.
A mood board is a type of poster that may consist of images, text and samples of objects or fabrics. Designers and others use mood boards to develop their design ideas and communicate them to other members of the design team. The mood board should illustrate the look and feel of the design idea.
As a group, work together to create a mood board on a large piece of paper. Use small fabric samples, as well as images from magazines, catalogues, brochures, the internet or other publications which help to set the ‘mood’ or creative direction of your chosen design. You may be as experimental as you wish here, so sources such as old images, colouring or other artistic materials may also serve to support your ideas.
The internet has many examples of mood boards.
You may find PowerPoint an easier way of collating and moving images if you want to use some images from the internet.
You may also want to try websites such as Pinterest or Polyvore to help with this task.
Developing a solution
As a group you must decide on the items you will include in your collection. Everyone must make a minimum of one item. You item(s) must be made to an appropriate standard of quality and demonstrate your skill level. The group items should work well together as a collection and meet the brief.
Solution display: Create an illustration of the fashion/textile item, so that the item is able to be clearly visualised. This description might be a labelled diagram, a computer generated image, include samples of fabrics and components, a written commentary, or a combination of these
Quality standardPeer 1Peer 2Peer 3Peer 4Peer 5Precise and accurate stitchingEven and correct hem depthsEven and correct width of seam allowancesAccurately applied buttons/decorationPressing to remove all unwanted creasesAccurate fit/shape
Good standard of finish
Now identify two targets to work on for the next time you make an item.
Below is a selection of ideas for learning and teaching activities for this unit. It is not intended that all those suggested would be completed. They are only starter ideas and will require to be fleshed out according to the level and interest.
Range of possible tasks:
Create a story board to illustrate how fashion/textile clothing/item requirements change throughout life.
Learners are given cards outlining factors which influence fashion/textile clothing/item needs throughout life. Work in pairs/individually to either prioritise them or choose five and justify why they are particularly important for a range of different life stages/jobs/leisure pursuits. This could be a written or oral task. Learners could share their thoughts with others in the class.
Create a mood board to illustrate the needs of the following in relation to their fashion/textile requirements:
female office worker
male fitness instructor
Environmentally friendly fashion: As a class mind map the main environmental issues in the clothing/textile industry. Each class member should choose one issue and explore it in more detail, then suggest possible ways of minimising it.
In pairs, select a country/geographical area and illustrate how the clothing choices in that area may be influenced by the following:
Share findings with the rest of the class.
Music and fashion: Work in groups of two or three to create a visual aid to demonstrate the link between fashion and music.
Look at a selection of adverts for fashion/textile items (eg TV, magazines, social media and billboards). As a class discuss how the items have been promoted to encourage consumers to purchase them.
Select one advert for a fashion/textile item and analyse the techniques the advertiser has used to persuade the consumer to purchase the product. You may wish to consider the following:
the use of colour
The fashion industry is often criticised for using excessively thin models. Develop a resource that could help change perceptions of what is ‘beautiful’ in terms of body image and clothing.
Survey your peers to discover what influences their choice of fashion/textile items. Use IT to help you present your results attractively.
Many jobs require uniforms to be worn in the work place. Select six jobs and explain why wearing a uniform is important for each one.
Work in groups/pairs to design an outfit for a sport of your choice. Consider carefully the needs of the wearer when carrying out the sport and explain clearly how you have met all the needs in your design. Display your results in the classroom.
Design brief ideas
Develop a fashion/textile item for a teenager on a limited budget.
Develop a fashion/textile item for the home for an elderly person on a set budget.
Develop a fashion/textile gift to help a family save money at Christmas.
All of these skills can be developed by using the learning and teaching approaches suggested above and through the experience gained through the other units. Staff may wish to support learning by using pro formas to help learners structure their work (see example below).
When tackling tasks in this unit, learners working at National 5 will provide more detailed responses to the tasks. Practical solutions will be more complex, have more component parts, be made with a higher degree of accuracy and possibly with fabrics that provide more challenge. Generally the learners at this level will work more independent and demonstrate a greater degree of understanding when completing tasks.
Write down your design brief and underline the key themes
Brainstorm the key themes in the brief in the space below.
Create a set of five specification points for your item to ensure it meets the brief. Each point should start with ‘My item must¡K’ then explain clearly why each point is important to the brief.
Specification point: My item must ¡KWhy it is important184.108.40.206.5.
It is vital your final solution meets the needs of your brief. To check this, you can complete the table below using a simple star rating:
*** The idea meets the point very well
* The idea does not meet the point well
List ideas below12345
Now select your final item.
My final item is
Plan how to make your item using the table below. Break down stages into blocks of no more than 15 minutes. Use the instruction sheet for your item to help you with this task. Remember to press your item throughout its construction.
Date/time Tasks to be carried outAny alteration to planSelf-assessment
Making my item
How well did I manage to set up, use and adjust equipment?
Equipment usedComment ¨C set upComment ¨C useComment ¨Cadjust
How safely did I work? Give examples.
Use of equipment:
Tidy work area:
Quality of end product
*** Very high standard * Poor standard
Quality standardRating CommentPrecise and accurate stitching
Even and correct hem depths
Even and correct width of seam allowances
Accurately applied buttons/decoration
Pressing to remove all unwanted creases
Good standard of finish
How could I improve?
How well did you meet the brief? Did you meet your specification points?
Use the table below to show how well you met the brief by evaluating how well you met each of your specification points.
ã/XEvidence of how it was met or what you could have done differently to meet it220.127.116.11.5.
You are more likely to get a better grade if you give well-thought-out detail in your evaluation.